Assessment and Individual Creativity as a Learning Pathway for Vulnerable Students

Abstract

This paper presents a constructivist application to the teaching and learning of elementary algebra in a group of vulnerable high school students whose characteristic is to demonstrate a poor knowledge of secondary school algebra. The teaching strategy was contingent, based on the results of several evaluative tests. “base-line” grades had been prepared according to an expected knowledge. An essential part of the strategy consisted of leading students to the creative construction of their own algebraic problems and their solution both in class and for homework, the return of problems with increasing difficulty by the teacher, daily homework, and tutoring of some of the students in the same group outside of class. The results reflected achievements that went beyond the initial expectations stated in the base notes.

Translated by Mario Alejandro López De Luna